Engineering graduates for industry - Royal Academy of Engineering

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Engineering graduates for industry Table 2: Summary of experience-led activities A single experience-led activity at a university often contains more than one of the listed experience-led components. For example, the delivery of industry-based group design projects might also involve visits to industry, industrial input into tutorials and training in ‘soft’ skills. Companies providing industry-based group design projects through the Teaching Contract Scheme at Loughborough University have reported how they benefit from the unrestrained basic research carried out with fresh and open minds and how this often leads to novel and otherwise ignored conceptual solutions to longstanding problems. The Royal Academy of Engineering 41
It was frequently cited that the experience-led components allow students to acquire ‘soft’ skills at the same time as, not at the expense of, the technical skills and this was seen as important. High priority given to group work in the curriculum is apparent at every case study university, although this has also resulted in a need for universities to ensure that assessment methods are appropriate for the increased use of group work. Both employers and students frequently refer to the benefits of work experience and it is considered more should be done to encourage wider uptake of placements or other experience of industry. “The experience I have gained is experience that I couldn’t have gained in an academic setting and will be extremely beneficial for my future employability.” (returning placement student, Aston University) Table 3: How experience-led engineering degrees meet the graduate recruitment needs of industry As shown in Table 3, experience-led engineering degrees help to meet the graduate recruitment needs of industry (as identified in Section 3.1) by providing attractive courses, relevant high quality curricula and student experience of industry. Opportunities for more widespread adoption of experience-led components in degree programmes exist in all universities and accreditation is a powerful vehicle that could be used to ensure further take up of experience-led activities. The Accreditation Standard gives universities freedom to plan and resource programmes, provided they achieve the required outcomes and values design as a means to integrate knowledge and understanding. 42 The Royal Academy of Engineering
Page 1 and 2: Engineering graduates for industry
Page 3 and 4: Acknowledgements The authors would
Page 5 and 6: scientific and technical understand
Page 7 and 8: Contents A commentary i Executive s
Page 9 and 10: One size doesn’t fit all Learning
Page 11 and 12: Resources matter New teaching metho
Page 13 and 14: 1. Introduction Graduates in STEM a
Page 15 and 16: Table 1: Summary of case study inst
Page 17 and 18: Employers have recently expressed c
Page 19 and 20: employers and their satisfaction wi
Page 21 and 22: 4. Case studies The six full length
Page 23 and 24: For several years the Computer Scie
Page 25 and 26: Two of the utility companies involv
Page 27 and 28: students. It is believed that a hos
Page 29 and 30: that provides a much broader form o
Page 31 and 32: expand in the UK. Another developme
Page 33 and 34: During the running of the project,
Page 35 and 36: Understanding the needs of industry
Page 37 and 38: Effective practice exemplar 9: Use
Page 39 and 40: There are major redevelopments occu
Page 41 and 42: CEREB will provide hands-on learnin
Page 43 and 44: company. Students keep a log book o
Page 45 and 46: individual research project with th
Page 47: 5. Experience-led components of eng
Page 51 and 52: Figure 3: First career destinations
Page 53 and 54: More generally, all relevant bodies
Page 55 and 56: Examples of radical change include
Page 57 and 58: equipment with consequent benefits
Page 59 and 60: Exemplar 10. Understanding stakehol
Page 61 and 62: From the universities’ perspectiv
Page 63 and 64: Recommendation 2 Preferential ring-
Page 65 and 66: Professor David Nethercot OBE FREng
Page 67 and 68: APPENDIX 3: Report on costing of en
Page 69 and 70: 4. Sustainable costs 4.1.Both studi
Page 71 and 72: APPENDIX 4: Report on the suitabili
Page 73 and 74: APPENDIX 6: Report on the Suitabili
Page 75: universities and industry in this a

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